Coaching Based Supervision with the TIRTA Flow Model to Enhance Teacher Performance and Professionalism at SMAN 1 Gunungsari, West Lombok

Abstract

This study aims to gain a deep understanding of the implementation of data-based supervision coaching TIRTA (Objective, Identification, Action Plan, Responsibility) flow in improving teacher performance and professionalism at SMA Negeri 1 Gunungsari, West Lombok Regency. This study uses a qualitative approach. The data sources are divided into two, namely primary data and secondary data. The data analysis used is data collection (data collection), data condensation (data condensation), data display (data presentation), and data drawing and verification of conclusions (drawing and verifying conclusions). Meanwhile, checking the validity of the data includes testing credibility, testing transferability, testing dependability, and testing consistency. The research findings show that: a) The implementation of supervision through the TIRTA flow coaching approach (Objective, Identification, Action Plan, and Responsibility) has proven effective in improving teacher performance and professionalism, b) Factors that support the implementation of TIRTA Flow Coaching-Based Supervision (Objective, Identification, Action Plan, and Responsibility) at SMA Negeri 1 Gunungsari include transformational leadership of the principal, involvement of driving teachers as role models, a strong collaborative culture and support for educational reports. Meanwhile, inhibiting factors in the implementation of TIRTA Flow Coaching-Based Supervision (Objective, Identification, Action Plan, and Responsibility) include doubts among some teachers about change, limited initial understanding, lack of self-confidence, c) Solutions or efforts made by the TIRTA Flow Coaching-Based Supervision team (Objective, Identification, Action Plan, and Responsibility) at SMA Negeri 1 Gunungsari West Lombok include: conducting ongoing socialization, empowering exemplary groups, and strengthening an appreciative culture. This strategy is able to create a more humanistic, participatory, and oriented supervision atmosphere towards developing teacher competencies, not just administrative assessments.